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@article{206609,
        author = {Shree Manjappa Ramappa Koteppanavar and Kumari  Kaveri Nagappa Kotihal},
        title = {Enhancing English Punctuation Skills through Editing Exercises: An Action Research Study among Grade VIII Students in Karnataka, India},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {13},
        number = {2},
        pages = {2492-2499},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=206609},
        abstract = {The correct use of punctuation is an essential component of English writing, contributing significantly to clarity, coherence, and effective communication. However, many secondary school students experience difficulties in applying punctuation rules accurately, resulting in grammatical errors and reduced writing quality. The present action research aimed to investigate the effectiveness of editing exercises in improving punctuation skills among Grade VIII students at Karnataka Public School, Aremallapur, Karnataka, India. A classroom-based action research design was adopted involving fifteen students who demonstrated persistent difficulties in the use of punctuation marks. Baseline data were collected through a pre-test, classroom observations, and analysis of students' written work. A structured intervention comprising regular editing exercises, guided correction activities, and teacher feedback was implemented over several weeks to strengthen students' understanding and application of punctuation rules. Following the intervention, a post-test was administered to evaluate students' learning outcomes. Descriptive statistical techniques, including mean, median, mode, standard deviation, and quartile deviation, were employed to analyse students' performance. The findings revealed substantial improvement in punctuation accuracy, with the mean score increasing from 4.20 in the pre-test to 15.53 in the post-test. Students demonstrated enhanced ability to identify and correct punctuation errors independently, improved proofreading skills, greater confidence in English writing, and increased participation in classroom learning activities. The study concludes that editing exercises represent an effective learner-centred instructional strategy for enhancing punctuation skills and overall writing proficiency among secondary school students. The findings have practical implications for English language teachers seeking to improve writing instruction through activity-based and formative assessment approaches. Future studies involving larger samples and diverse educational settings are recommended to strengthen the generalisability of these findings.},
        keywords = {Action research; English language teaching; Editing exercises; Punctuation skills; Writing proficiency; Secondary education; Formative assessment.},
        month = {July},
        }